Tag: 21-A5

This lesson is for kindergarteners to explore nature around them and begin to recognize the different parts of a tree and how they are beneficial to everyone!

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Trees are an important part of the environment that we all live in. They help make the oxygen we breathe, provide shade from the sun, building materials, and even fruit to eat. Trees also provide homes for animals.

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PARTS OF A TREE

• TRUNK: The TRUNK is the tall part of a tree that we see above the ground.
• BRANCH: A BRANCH is offshoots, or piece that spreads out from the trunk to hold the LEAF, FLOWER and FRUIT of the tree.
• LEAF: A LEAF is often green, and is used to help the tree to capture light from the sun in a process called photosynthesis, where the sun’s energy is turned into nutrients for the tree.
• FLOWER: The FLOWER is formed to attract insects and other animals to the tree to help with a process called pollination, which is how trees start the process of making more trees.
• FRUIT: The FRUIT is what a tree uses to hold seeds. FRUIT is often eaten by animals, and people. This helps spread the seeds of the tree.
• ROOT: The ROOT is the underground part of the tree that absorbs water and other nutrients from the soil, as well as keeping the tree from falling over.

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ACTIVITY

Now that you know the parts of a tree, here is a fun activity.

1. Go make a copy of the Google Drawing by clicking here.
2. Move the words in the Word Box to the blank spots that match the part of the tree that the line points to.
3. With help from your parents you can print the picture and color it in!

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Photo by zibik on Unsplash

Worksheet can be found a Cool2BKids

Target Audience:

Students in Algebra I, or Algebra II in need of some function review. This lesson and activity is designed students ranging from 8th-11th grade depending on their mathematical skill set.

Lesson Objectives :

Students will be able to identify parent functions and their related “offspring”.

Students will be able to sort and identify the qualities of functions that make them belong to specific groups of functions.

Instructions:

1. Make a copy of the Google Draw by clicking here.
2. Once you have made a copy, read directions and start to sort functions into their given parent function category. See pictures below for reference.

Image Credits:

“10.24.2010 – No parents!” by dougbutchy is licensed under CC BY 2.0

¿Qué estás dibujando? or “What are you drawing?” is an information gap activity I developed to utilize Google Drawings in the World Language classroom. This activity would involve pairs of students creating images of various vocabulary words from a unit and having their partner guess what they are drawing. This activity could be used in any world language class as a fun way to engage students in vocabulary practice.

Instructions for Students:

1.) Students will be grouped into pairs.

2.) Students will receive a list of vocabulary words from their current unit.

3.) Student 1 will be using Google drawings to create a visual representation of the vocabulary word while Student 2 guesses what it is while they are drawing, Student 1 can provide details as they draw but all communication must be in Spanish!

4.) Once the vocabulary word is guessed students will trade roles and repeat.

Here is the worst drawing of a house ever seen:

The student would guess “una casa” and then switch roles for the next vocabulary word.

Featured Photo by David Clode on Unsplash

For this lesson, we will be using a google drawings chart to decide whether things are living organisms or not. To do this, I’ve created a google drawing with each characteristic listed as well as what that characteristic means. Then as a class we will go through and add an X or a check mark to each characteristic and if they have all check marks then we will know!

I’ll include the pictures that we will go through, as well as the google drawing. And you can use the same google drawing over and over again, just removing the marks each time. Maybe you could have a table on a whiteboard where you write what qualifies and what does not as you go through them so that students remember. This would be a good lesson for 4th or 5th graders.

Direct Link: https://docs.google.com/drawings/d/1DEngBxcrS2LOdza8D3YZIQdf-mDyIKgyNIfvPZfj9Xs/edit?usp=sharing

Picture 1: Lilac-breasted Roller

Picture 2: Panda

Picture 3: Grasshopper

Picture 4: Strawberry

Picture 5: Fern

Picture 6: Yogurt

Picture 7: Dirt

Picture 8: Water

Target Student Group

10th Grade Economics Class

Instructions for Students

1. In small groups, you will practice graphing demand curves by using a demand schedule.
2. Work together and discuss with your group, but everyone will be working on their own separate document.
3. You will have 15 minutes to use the information from the graph to fill in the demand schedule on the first problem.
4. Then, you will do the opposite: use the demand schedule on the second problem to graph a demand curve. You should drag and drop the points onto the graph and then connect them with the lines provided.
5. After 15 minutes, we will come back together as a large group. Be prepared to explain how you drew your curve.

Goal for this Lesson:

My goal for this lesson is that my students will be able to see the relationship between demand schedules and curves by graphing demand information. Google Drawings will help me achieve this goal because my students can edit the text of the table and they can also drag and drop specific points onto a graph. In an in-person setting, it would be easy for my students to simply draw a graph with pen and paper, but in an online setting Google Drawings is vital to preserve those key graphing elements. In addition, I am able to easily add hyperlinks, images, and formatted text to the assignment, making it more suitable than Jamboard for this activity.

Drawing Demand Google Drawings Activity:

Make a copy of the activity here

Hi, 5th graders! Since we’re starting our Math Fractions Unit very soon, I wanted to do an intro activity as a refresher. Today we’ll be making pizzas using fractions!

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Directions:
1.) Please open the activity on Google Drawings here.
2.) The pizza ingredients are to the left of the page. Drag each one to match the fraction amounts for each of the pizza orders.
3.) For the “Make Your Own Topping,” follow the instructions in the Slideshow below.
(Click Insert, Shape, Shapes, and pick a shape. To change a shape’s color, click on the shape, then paint bucket button. To change a shape’s size, click on the shape and drag the blue dots).

Ask for help if you need it! 🙂

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Student Goals:
– This activity can help students activate what they remember and don’t remember about fractions in a fun way through pizza-building by asking them to use the fractions provided in the Pizza Orders to make the correct pizzas.
– It can be a way to check in with themselves before they start the fractions unit.

Teacher Goals:
– Based on how students do, this data can guide the teacher’s instruction before they officially start teaching the new unit on fractions.
– The activity can help the teacher see which students understand fractions (Pizza Order #1), and which students know how to simplify fractions (Pizza Order #2). This can help the teacher make decisions on ability grouping.

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Featured Image by Ivan Torres on Unsplash

This lesson is designed for 8th grade social studies students.

The purpose of this lesson is for students to demonstrate that they know the differences between the Federalists and Anti-Federalists. This lesson also helps set up the two-party system that students will see grow in the following lessons.

Some Knowledge Students Should Have Before This Lesson:

>What the Articles of Confederation are.

> The different powers the Articles of the Confederation gave to states and the central government.

>The limitations of the Articles of Confederation.

>Some compromises that were done to create the new Constitution.

The Lesson Notes:

This lesson can be presented by the teacher in any format or order the teacher sees fit for their classroom discussion.

The new Constitution faced different roadblocks to ratification. From the last lesson, we saw the the Great Compromise between to Virginia Plan and the New Jersey Plan which divided the Congress into two institutions: the House of Representatives and the Senate.

Now, we will look at the different camps that debated over the ratification of the Constitution with highlights of their beliefs.

Anti-Federalists: These were the small farmers, frontiersmen, debtors, shopkeepers, and state government officials; opposed the Constitution; wanted strong state governments and a central government with little power; feared that the executive branch (the President) would be too powerful and that the US would become a monarchy; supported a Bill of Rights to protect the individual rights of the people; some leaders of the Anti-Federalists were Thomas Jefferson, Patrick Henry, and George Mason.

Federalists: These were the property owners, creditors, and merchants; supported the Constitution; wanted to give more powers to the central government over the state governments; proposed a single person for the executive branch; proposed checks and balances system; believed the Bill of Rights was unnecessary; some leaders of the Federalists were Alexander Hamilton, James Madison, and John Jay.

Some Comprehension question to ask for discussion:

Activity Time!

This activity can be given to students as an in-class activity.

The goal for is for students to interpret the images on the Google Drawing as some different highlights between Anti-Federalists and Federalists which were discusses above.

Students drag the images to the corresponding box that they believe fits a belief of one of the two groups.

A great way to add to this activity and make it creative for students is to challenge students to create their own activity like this or to even add on to the existing activity with other differences between the Anti-Federalists and Federalists.

Image Citations:

Featured Photo by Katie Moum on Unsplash

Photo by Ben Noble on Unsplash

Photo of Google Drawing by Sophia Winland

Good morning kindergartners! Do you wanna build a snowman? Today we are going to be working on Google drawing as a warm up.

Here is the link to click on: https://docs.google.com/drawings/d/1F6s80GxBrCRDP8yy4cJqeN02VDty2D7TIAO6VZRMZrQ/copy

Instructions:

1. Click and drag a face, a scarf, and a hat onto the snowman to complete him
2. What is the snowman saying? Type it into his text bubble!
3. Each person will have time to explain their snowman and what they’re saying as a whole class!

Goal:

The goal for this little activity is to provide a fun way students are able to use their creativity to make their own snowman. This will be used as an icebreaker activity, where students do this first thing they come to class to start on a good notes. This gets the students excited for the rest of the day, and it allows them to work on their computer skills. This activity is specialized for the winter time/ snow days.

Photo by Myriam Zilles on Unsplash

Okay, third graders! Before we close out our class for the day, I want you all to complete this Exit Ticket for me. (here)

There are two steps:

1. Identify the 5 fractions provided. What portion of the shapes are colored in? Simplify when needed.
2. Place the fractions in order from smallest to largest on the number line below.

Goals:

• Students will be able to look at a provided image and identify the fraction.
• Students can determine when a fraction needs to be simplified, and simplify it correctly.
• Google Drawings is an easy way for teachers to design worksheets or activities that require shapes. It is easy to navigate for educators and students alike.
• It is fun, unique, and different! Students will love looking at all of the different shapes and colors on this Google Drawings.

Photo Credit

• Background image on Google Drawing (https://unsplash.com/photos/N7EL6Imnarg)
• Featured Image (https://unsplash.com/photos/iLScUZafBzc)
• Screenshot of Google Drawing Exit Ticket (Rachel Carbay)

Google drawing is a great tool for drawing and labeling shapes. For my activity, I made a practice worksheet for a geometry class (grades 8-10).

This worksheet utilized a variety of tools that the students can use in google draw. The first box prompts students to use the drag feature to move the pre-drawn shapes to the appropriate categories. The second activity asks students to label the missing angle on the pre-drawn triangles. The students can do this by inserting a textbox and dragging it to the angles. The third activity asks students to use the shape tools to draw shapes and label the angles of those shapes. The fourth and final activity asks students to fill out the table with the corresponding angle measurements using the given angles.

The goal of activity is to use visual activities to help students apply what they have been learning to categorize shapes and finding the measurements of their angles.

This activity shows all the helpful features of using google draw to make geometry worksheets. The line drawing and shape tools have a wide range of options that allow students or teacher to customize their work.

Click this to make a copy of this Google Drawing.

Featured Image: Created by Chantal Hummel using Google Drawing

Target Group

I would use this lesson for either 4th or 5th graders for a math lesson on area!

Lesson, Instructions, Goal of the Lesson

This would be used after I introduce students how to use the different formulas of area for squares, rectangles, and triangles. The google drawing shows different shapes they need to find the area for and I would give students about 10 minutes to solve the problems on their own paper. Once the time is up I would work through each shape with them and put in the answers to the problem. The main goal of this lesson is to make sure they understand how to use the formulas and to identify which numbers to use in the formula. By using google drawing I can make a more colorful and visual image so students can solve the problems as well as I could also have them fill in the answers themselves since people can join the document! Just click below on the link to get your copy of the lesson!

Link for Copy

https://docs.google.com/drawings/d/1s64RrJORHbElCI94cVfWU7fP0SPrakkW5fuTttoe5jE/edit?usp=sharing

Featured Image:Photo by Firdaus Roslan on Unsplash

This activity is designed for my eighth grade French class for our unit on irregular verbs and the past tenses (passé composé and l’imparfait). Students will switch in and out of break-out rooms (this would obviously be more ideal in-person) to ask each other questions in the past tense. This is an interactive project where students will need to collect information and use questions that employ many of the irregular verbs we have studied. I used Google Drawings to create a “Find someone who…” chart that will prompt students to:
*get to know each other better
*ask and answer questions about the past
*differentiate between using the passé composé and the imparfait
*practice agreement of gender and number
*conjugate irregular verbs in both past tenses
*interact independently of the teacher
*use the grammar structures in a relevant personal context

https://docs.google.com/drawings/d/1UCMoOlw7fA_I8zzEVlarstGtqEnbrl-azQOTMPmG-1M/edit?usp=sharing